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Full-Text Articles in Psychology
Gender And Theory Of Mind In Preschoolers’ Group Effort: Evidence For Timing Differences Behind Children’S Earliest Social Loafing, Robert Thompson, Bill Thornton
Gender And Theory Of Mind In Preschoolers’ Group Effort: Evidence For Timing Differences Behind Children’S Earliest Social Loafing, Robert Thompson, Bill Thornton
Bill Thornton
This study explored mental state reasoning within the context of group effort and possible differences in development between boys and girls. Preschool children (59 girls, 47 boys) were assessed for theory of mind (ToM) ability using classic false belief tests. Children participated in group effort conditions that alternated from one condition, where individual effort was transparent and obvious, to one where individual effort remained anonymous. The aim was to investigate if emergent mental state reasoning, after controlling for age, was associated with the well-known phenomenon of reduced effort in group tasks (“social loafing”). Girls had slightly higher ToM scores and …
Appalachian Origin Moderates The Association Between School Connectedness And Gpa, Steffen Wilson, Jonathan Gore
Appalachian Origin Moderates The Association Between School Connectedness And Gpa, Steffen Wilson, Jonathan Gore
Steffen Wilson
The relationship between connectedness to the university, Appalachian regional origin, and self-reported GPA was investigated in two studies. Both studies found that the association between school connectedness and GPA was positive among Appalachian students. However, counter to previous research, there was no association among the non-Appalachian students.
Using Clickers And Wikis To "Build A Boy.", Steffen Wilson, Dan Florell
Using Clickers And Wikis To "Build A Boy.", Steffen Wilson, Dan Florell
Steffen Wilson
This program focused on a class project that promoted critical thinking by combining the use of classroom Clickers and Wikis. The presentation presented a project using developmental psychology as an example in which students “Built a Boy” as a method of learning about the complexity of the nature/nurture interaction. This presentation was appropriate for middle school teachers to university lecturers who have access to classroom technology and present complex concepts to students.
Are Honors Students Losing Place In Cyberspace?, Steffen Wilson, Sarah Carty, Bruce Maclaren
Are Honors Students Losing Place In Cyberspace?, Steffen Wilson, Sarah Carty, Bruce Maclaren
Steffen Wilson
No abstract provided.
Appalachian Origin Moderates The Association Between School Connectedness And Gpa, Steffen Wilson, Jonathan Gore
Appalachian Origin Moderates The Association Between School Connectedness And Gpa, Steffen Wilson, Jonathan Gore
Steffen Wilson
The relationship between connectedness to the university, Appalachian regional origin, and self-reported GPA was investigated in two studies. Both studies found that the association between school connectedness and GPA was positive among Appalachian students. However, counter to previous research, there was no association among the non-Appalachian students.
Using Learning Outcomes Assessment In Honors As A Defense Against Proposed Standardized Testing, Steffen Wilson
Using Learning Outcomes Assessment In Honors As A Defense Against Proposed Standardized Testing, Steffen Wilson
Steffen Wilson
Learning outcomes assessment (LOA) is the self-assessment of self-created learning goals for students at the class, department, college, and university level. In higher education, LOA is being imposed upon us by our accrediting bodies (Eaton, Fryshman, Hope, Scanlon, & Crow, 2005; Lingenfelter & Lenth, 2005; Nichols, 1991, 1995; Wergin, 2005). This is difficult for us because LOA is not a part of the university culture, and there are very few people on most campuses skilled in the implementation of LOA. There is also very little in the way of release time and other resources that are being provided to implement …
We Know They Are Smart, But Have They Learned Anything?: Strategies For Assessing Learning In Honors, Steffen Pope Wilson, Rose M. Perrine
We Know They Are Smart, But Have They Learned Anything?: Strategies For Assessing Learning In Honors, Steffen Pope Wilson, Rose M. Perrine
Steffen Wilson
The independent assessment of student learning, or outcomes assessment, is a topic of national interest and one that is currently being addressed by many institutions of higher education. Honors programs, like all academic units, are being asked to create outcomes assessment programs. We provide here a brief history of outcomes assessment and an overview of the basic steps required for creating an outcomes assessment program. We then discuss suggestions for implementing outcomes assessment in honors.
Task Demands And Age-Related Differences In Retrieval And Response Inhibition, Steffen Wilson, Katherine Kipp, Jennifer Daniels
Task Demands And Age-Related Differences In Retrieval And Response Inhibition, Steffen Wilson, Katherine Kipp, Jennifer Daniels
Steffen Wilson
This study investigates the role of task demands on children's ability to inhibit irrelevant information using a block-cued directed-forgetting task. Recall performance was compared in a block-cued directed-forgetting task in which task demands had been decreased by presenting blocks of semantically related words with that in which unrelated words were presented. Inhibition patterns of recall were found at a younger age in the task that contained the related words than in the task that contained the unrelated words. These results suggest that previous results charting the development of cognitive inhibition may not have been exclusively the product of the development …
Limits Of The Retrieval Inhibition Construct: List Segregation In Directed-Forgetting, Steffen Wilson, Katherine Kipp, Kevin Chapman
Limits Of The Retrieval Inhibition Construct: List Segregation In Directed-Forgetting, Steffen Wilson, Katherine Kipp, Kevin Chapman
Steffen Wilson
The authors hypothesized that retrieval inhibition in list method directed forgetting could be improved by presenting a task that maximized the segregation step of the retrieval-inhibition process. In Experiment 1, they presented lists of semantically related words in a list method directed-forgetting task to maximize retrieval inhibition. Contrary to predictions, this manipulation eliminated the directed-forgetting effect. The authors further investigated the results of Experiment 1 in Experiments 2 and 3 by manipulating recall instructions and by presenting lists that contained both a categorized and an unrelated list-half. They found directed-forgetting effects for semantically related word lists when participants were asked …
Simple And Effective Methods For Talking About Teaching, Steffen Wilson, Katherine Kipp
Simple And Effective Methods For Talking About Teaching, Steffen Wilson, Katherine Kipp
Steffen Wilson
Traditionally, college teaching has been an individual endeavor. An instructor prepares her course without the assistance of colleagues, delivers course material without feedback from peers, assigns grades without the guidance of others, and handles problems as they arise on her own. There is something secure and sacred about this privatization of teaching, and we often are uncomfortable opening up this area of our professional lives to others. The opposite is true for our scholarship; we feel uncomfortable moving forward on a research project without long discussions with our colleagues, seeking their input and opinions on the numerous aspects of research.
Evaluation Of The Psychology Place: A Web-Based Instructional Tool For Psychology Courses., Steffen Wilson, Amy Harris
Evaluation Of The Psychology Place: A Web-Based Instructional Tool For Psychology Courses., Steffen Wilson, Amy Harris
Steffen Wilson
This study examined the effectiveness of the commercial Web site, The Psychology Place (http://psychologyplace.com) in helping students learn course material in an introductory psychology course. This site consists of linked pages that contain tutorials, readings, and links to relevant sites. All participants in this study attended conventional course lecture. In addition, half of the participants completed assignments from this Web site. Students who completed assignments from The Psychology Place and attended lecture demonstrated better understanding and retention of course material than students who had only attended lecture. This finding is noteworthy for instructors because incorporating this site into a course …